Talking Points About the QEP

  1. What is a QEP?

    The Quality Enhancement Plan (QEP) is a proposal developed by the UAB community to enhance student learning in a specific, measurable way. It is a key part of UAB’s 2015 Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) reaffirmation.

  2. What happened to the 2005 QEP?

    The “old” 2005 QEP (Reconceptualizing Our Undergraduate Core) was not discontinued, it was institutionalized.

    A QEP is designed to be completed in five-years. At the end of that time, an impact report is submitted to SACSCOC presenting a case for our success and indicating what aspects of the QEP will become permanent, which is termed institutionalization. We have continued the FYE, Freshman Book Discussion, emphasis on general education, and capstone courses. Our 2005 QEP truly changed undergraduate education at UAB.

  3. Can we redo the 2005 QEP topic?

    No. While we could have a similar theme, we would need significant differences in scope, goals, and learning outcomes to have a core curriculum-driven QEP. During the process of identifying the QEP theme, some constituents suggested that we continue to address the undergraduate core, but it was not the major idea put forth.

  4. What is expected of a QEP? Our proposal will be evaluated on five components. See the SACSCOC QEP Guidelines for details.
    • An Institutional Process. The institution uses an institutional process for identifying key issues emerging from institutional assessment.
    • Focus of the Plan. The institution identifies a significant issue that (i) focuses on learning outcomes and/or environment supporting student learning and (ii) accomplishes the mission of the institution.
    • Institutional Capability for the Initiation, Implementation, and Completion of the Plan. The institution provides evidence that it has sufficient resources to initiate, implement, sustain, and complete the QEP.
    • Broad-Based Involvement of Institutional Constituencies. The institution demonstrates the involvement of its constituencies in the development and proposed implementation of the Plan.
    • Assessment of the Plan. The institution identifies goals and a plan to assess the achievement of those goals.

  5. How did we end up with the topic “Learning in a Team Environment?”

    Constituency input. Clarus Consulting Group reached out across campus to listen to ideas about the 2015 QEP. Over 525 UAB faculty, staff, and students shared their thoughts at one of 17 meetings or through an online survey. The many ideas fit into three categories (enhancing learning, promoting citizenship, and building core competencies) and eleven themes, including general education. The summary is available here. Community and teams were recurring topics that could draw the many ideas into a single QEP, which led President Watts and Provost Lucas to select “Learning in a Team Environment” as the topic. This result was not envisioned at the start of the process.

  6. Is there a vision for the new QEP?

    Yes. The QEP will focus on three areas:
    • Teach students to succeed in all roles of a team
    • Use these skills to improve student learning
    • Take team skills out into the community to do service

  7. Who will participate in the QEP?

    All schools, the college, student life… In the first QEP, only the undergraduate programs participated since the general education component is unique to their curricula. Since team-skills are critical to success from the baccalaureate level to clinicians, all of the deans decided that their schools/college would participate. This QEP is one of the first educational efforts at UAB that will affect students in undergraduate, graduate and professional programs. In additional to academic programs, Student Life, Career and Professional Services, the Center for Teaching and Learning, and every entity that interacts with students and faculty are invited to participate. We want a large, successful team!

  8. Will this QEP be prescriptive in its approach?

    No. Each entity will be free to select how best to address the topic from their discipline’s standpoint. There will not be a central committee to review a school’s, college’s, or department’s proposed implementation. For example, the Schools of Engineering and Education likely will have very different approaches to the three focus areas. That said, we will need sufficient commonality to have institutional assessment as well as broad adoption to demonstrate that it is indeed a UAB-wide effort.

  9. How will this QEP be run?

    Kristi Menear, Human Studies/EDU and Peter Anderson, Pathology/MED will be co-facilitators of the QEP Steering Committee. Faculty members (selected by their deans) and staff (selected by their supervisors) were chosen based upon their expertise, duties, and skills. The Steering Committee members are responsible for sharing information, ideas, and, ultimately, helping to implement and make the QEP a success in their units and UAB-wide. They will be the consummate team players.

  10. I am already doing many things that fit the topic of “Learning in a Team Environment.” How do I fit in? What will a QEP like this do for me?

    The QEP can offer you some resources to make what you are doing even better and give you an avenue to present or publish your results. Your experience will also be invaluable for others. One of the great things about this topic is that so many people can share their successes, challenges, and lessons-learned.

  11. Do I have to change how I teach because of this QEP?

    No. Faculty are responsible for selecting the instructional approaches and pedagogy that they utilize in their courses, with the oversight of their program/department. The QEP will provide support for instructors who would like to use some of the team-based approaches to teaching but will neither mandate a specific methodology nor require anyone to adopt one of them. Faculty, as always, are encouraged to utilize the approaches that maximize student learning.